英语听力—环球英语 1479 Heartbeat: Music for Peace

 　　Voice 1

　　Welcome to Spotlight¹. I’m Robin² Basselin.

　　Voice 2

　　And I’m Ryan Geertsma. Spotlight uses a special English method of broadcasting. It is easier for people to understand, no matter where in the world they live.

　　Voice 1

　　It is a warm day in the city of Jerusalem.  Nine young people walk into a restaurant. But they are not there to buy and eat a meal. Instead, they are there to play music.  These band members carry their instruments and sound equipment with them. They sit down and prepare.

　　Voice 2

　　Soon, they begin playing music for the people eating in the restaurant. A young woman sings a song she wrote. A young man begins to sing with her. Other band members play instruments like wooden guitars, string violins and drums to play the beat.

　　Voice 1

　　The band plays well together. They seem like a normal music group.  However, something makes this band very unusual.  The members of this band are part of a community organization called Heartbeat. This organization brings together young people from both sides of the Israeli-Palestinian conflict³.  Their goal is to work toward⁴ understanding and peace in Israel-Palestine using music. Today’s Spotlight is on the international music community, Heartbeat.

　　Voice 2

　　In 2007, Aaron Shneyer lived in the city of Jerusalem. Shneyer knew well the long history of conflict between the state of Israel and the Palestinian territories⁵.  But he also believed in the power of individual people to build peace. Shneyer wanted to help bring peace by building trust between Palestinians and Israelis. He told the Georgetown University news organization,

　　Voice 3

　　“We are in conflict because people fear and do not trust the ‘other side.’ People who want peace do not know how to connect with other people who desire peace.  Or, they do not believe other people who desire peace exist.”

　　Voice 1

　　As a musician, Shneyer believed music could help break down barriers⁷. He believed that music could connect individuals and build trust. He explained to The Daily Targum newspaper,

　　Voice 3

　　“I am a musician. So the power of music greatly interests me. I believe that music is a physical force that shapes the way we feel. It can open people up to one another.”

　　Voice 2

　　So Shneyer decided⁸ to start Heartbeat: Jerusalem. Heartbeat encourages Israeli and Palestinian students to work together to create music. To do this, they must first learn about each other’s music.  Each student shares their own kind of music with the other students. And together, they can create music that combines their different musical styles.

　　Voice 1

　　Creating music together helps the students concentrate⁹ on what connects them. It also helps them build trust. Heartbeat hopes that the students will share both their music and their experiences with their larger communities.

　　Voice 2

　　Shneyer began the Heartbeat program by recruiting¹⁰ young, skilled¹¹ musicians.  He wanted to gather young musicians together to choose the very best.  He told many music teachers about the program. These teachers helped him spread his message to both Israeli and Palestinian students. The first year, he had 50 high school students play instruments or sing for him. From that group he chose 12 students. These 12 began learning¹² and practicing music together in January 2008.

　　Voice 1

　　Heartbeat meetings include both students and professional¹³ musicians. These professionals¹⁴ help the students improve their music skills. They also help the students use their different kinds of music together.

　　Voice 2

　　However, Heartbeat does not just concentrate on music.  Shneyer soon recognized that the students needed more guidance¹⁵ - to help them express their thoughts and emotions.  So he also invited two facilitators to the meetings. These trained facilitators help people talk together. They help individuals listen, discuss and understand their experiences.

　　Voice 1

　　At Heartbeat, music, discussion¹⁶ and listening work together.  Siwar Mansour is one of the Heartbeat students. She described her experience to Religion and Ethics¹⁷ News Weekly.

　　Voice 4

　　“I have learned¹⁸ so much. I have learned to listen. We all talk about listening and about being there. A lot of times we can sit with people for hours. We hear them but we are not listening to them. And something that I learned to do is to calm down and really listen. And I think when I started doing that I became a better musician too.”

　　Voice 2

　　Working in an area where there is conflict can be difficult.  When violence¹⁹ happens, sometimes Heartbeat meetings are cancelled.  Other times, the group must move and meet in a different building or place.  However, even when there is conflict, the work of Heartbeat keeps going.  In fact, conflict makes the work of Heartbeat even more important.

　　Voice 1

　　During times of violence, music helps the students communicate and share their experience. Shneyer described an example of this to Common Ground News Service.

　　Voice 3

　　“Three students, Ron, Sameera, and Fouad were creating a song without words. One of them played the dijeridoo, a long wooden instrument with a low, breathy sound. He led the three of them in a kind of Middle-Eastern song.  The song had a dream-like sound. The main idea of the song was creation²⁰. While listening to each other, they began improvising²¹.  Each student invented new parts and added²² new pieces to the song. The song followed the human experience through three movements – creation, war, and peace. By doing this together, these three young adults removed every barrier⁶ between them.”

　　Voice 2

　　Heartbeat musicians played their first public performance together on September 21, 2008. This day was the United²³ Nation’s International Day of Peace. Israelis, Palestinians, and other international people living in Jerusalem attended the event. In total, over 300 people attended the performance.

　　Voice 1

　　Since then, Heartbeat has continued its work.  Each year new students gather together, create music, discuss peace and perform for the community. In February and March of 2013, a group of Heartbeat musicians even travelled to the United States.  There, they shared their music and experiences.

　　Voice 2

　　Guy Gefen is an Israeli Heartbeat musician. He travelled with the group that went to the United States.  He told Religion and Ethics News Weekly that his time with the group has changed how he thinks.

　　Voice 5

　　“I have a lot of friends who keep telling me it is not possible. They do not believe we can achieve peace. I ask them, “How many Palestinians have you ever met? How many Palestinians have you talked to? How many Palestinians have you created something with? With Heartbeat I experience peace in real life...Peace is not only something that governments will sign on a paper and suddenly we will have peace. Peace can be created through people without any governments getting involved.”

　　Voice 1

　　The writer of this program was Courtney Schutt. The producer was Mark Drenth. The voices you heard were from the United States. All quotes²⁴ were adapted for this program and voiced by Spotlight. You can listen to this program again and read it on the Internet at www.radioenglish.net. This program is called, “Heartbeat: Music for Peace.”

　　Voice 2

　　We hope you can join us again for the next Spotlight program. Goodbye.

1 spotlight   

n.公众注意的中心，聚光灯，探照灯，视听，注意，醒目

参考例句：

• This week the spotlight is on the world of fashion.本周引人瞩目的是时装界。
• The spotlight followed her round the stage.聚光灯的光圈随着她在舞台上转。

2 robin   

n.知更鸟，红襟鸟

参考例句：

• The robin is the messenger of spring.知更鸟是报春的使者。
• We knew spring was coming as we had seen a robin.我们看见了一只知更鸟，知道春天要到了。

3 conflict   

n.冲突，矛盾，争执；vi.争执，撞斗，冲突，抵触

参考例句：

• Your statement is in conflict with the rest of the evidence.你的陈述同其余证据有矛盾。
• The conflict between them seems ceaseless.他们之间冲突似乎没个止息。

4 toward   

prep.对于，关于，接近，将近，向，朝

参考例句：

• Suddenly I saw a tall figure approaching toward the policeman.突然间我看到一个高大的身影朝警察靠近。
• Upon seeing her,I smiled and ran toward her. 看到她我笑了，并跑了过去。

5 territories   

n.领土( territory的名词复数 )；（某人负责的）地区；（个人、群体、动物等占据的）领域；地盘

参考例句：

• Canada is divided into 10 provinces and 2 territories. 加拿大分为十个省和两个区。 来自《简明英汉词典》
• He careened through foreign territories on a desperate kind of blitz. 在孤注一掷地闪电战中他猛冲过外国领地。 来自《简明英汉词典》

6 barrier   

n.栅栏，障碍，壁垒，关卡

参考例句：

• You must show your ticket at the barrier.你在关卡处必须出示许可证。
• The driver jumped a horse over a barrier.骑手骑马跳过障碍。

7 barriers   

n.障碍( barrier的名词复数 )；屏障；栅栏；分界线

参考例句：

• The crowd had to stand behind barriers. 人群只好站在障碍物后面。
• the dissolution of barriers of class and race 阶级和种族隔阂的消除

8 decided   

adj.决定了的，坚决的；明显的，明确的

参考例句：

• This gave them a decided advantage over their opponents.这使他们比对手具有明显的优势。
• There is a decided difference between British and Chinese way of greeting.英国人和中国人打招呼的方式有很明显的区别。

9 concentrate   

vt.集中；聚集；浓缩；vi.集中；全神贯注

参考例句：

• You should concentrate on the road when you're driving.开车时注意力应集中在路上。
• Concentrate your mind on study,Don't look around.专心学习，别东张西望的。

10 recruiting   

招聘( recruit的现在分词 )； 吸收某人为新成员； 动员…（提供帮助）； 雇用

参考例句：

• We are recruiting a sales manager with responsibility for the European market. 我们正在招聘负责欧洲市场的销售经理。
• "Hoist the recruiting flag and hungry men will come. “插起招军旗，就有吃粮人。”

11 skilled   

adj.(in)熟练的，有技能的；需要技能的

参考例句：

• Unskilled workers usually earn less money than skilled workers.无技能的工人通常比有技能的工人挣钱少。
• She was skilled enough in French to translate a novel.她法语娴熟，足以翻译小说。

12 learning   

n.学问，学识，学习；动词learn的现在分词

参考例句：

• When you are learning to ride a bicycle,you often fall off.初学骑自行车时，常会从车上掉下来。
• Learning languages isn't just a matter of remembering words.学习语言不仅仅是记些单词的事。

13 professional   

adj.专业的；职业的；n.专业人员；职业运动员

参考例句：

• He is a professional tennis player.他是一名职业网球运动员。
• I need a professional to sort out my finances.我需要专业人士为我管理财务。

14 professionals   

n.具有某专业资格的人( professional的名词复数 )；专业人士；内行；专门职业者

参考例句：

• The tournament is open to both amateurs and professionals. 这次锦标赛业余选手和职业选手均可参加。
• a book written for professionals and laymen alike 一本内行外行都可以读的书

15 guidance   

n.指导，领导

参考例句：

• Under his father's guidance,he learned how to swim.他在父亲的指导下学会了游泳。
• It is hoped you will give us guidance.请你多加指导。

16 discussion   

n.讨论，谈论；论述

参考例句：

• It is certain he will come to the discussion.他肯定会来参加讨论。
• After months of discussion,a peace agreement is gradually taking shape.经过几个月的商讨，和平协议渐渐有了眉目。

17 ethics   

n.伦理学；伦理观，道德标准

参考例句：

• The ethics of his profession don't permit him to do that.他的职业道德不允许他那样做。
• Personal ethics and professional ethics sometimes conflict.个人道德和职业道德有时会相互抵触。

18 learned   

adj.有学问的，博学的；learn的过去式和过去分词

参考例句：

• He went into a rage when he learned about it.他听到这事后勃然大怒。
• In this little village,he passed for a learned man.在这个小村子里，他被视为有学问的人。

19 violence   

n.暴力，暴虐，暴行，猛烈，强烈，强暴

参考例句：

• It was an absolutely senseless act of violence.这是毫无意义的暴力行为。
• They attacked with violence.他们猛烈攻击。

20 creation   

n.创造，创造的作品，产物，宇宙，天地万物

参考例句：

• Language is the most important mental creation of man.语言是人类头脑最重要的产物。
• The creation of new playgrounds will benefit the local children.新游戏场的建立将有益于当地的儿童。

21 improvising   

即兴创作（improvise的现在分词形式）

参考例句：

• I knew he was improvising, an old habit of his. 我知道他是在即兴发挥，这是他的老习惯。
• A few lecturers have been improvising to catch up. 部分讲师被临时抽调以救急。

22 added   

adj.更多的，附加的，额外的

参考例句：

• They have added a new scene at the beginning.在开头他们又增加了一场戏。
• The pop music added to our enjoyment of the film.片中的流行音乐使我们对这部电影更加喜爱。

23 united   

adj.和谐的；团结的；联合的，统一的

参考例句：

• The whole nation is closely united.全国人民紧密团结。
• The two men were united by community of interests.共同的利益使两个人结合在一起。

24 quotes   

v.引用，援引( quote的第三人称单数 )；报价；引述；为（股票、黄金或外汇）报价

参考例句：

• He quotes a few verses from Tennyson in his paper. 他在论文中引用了英国诗人丁尼生的几行诗句。 来自《简明英汉词典》
• He quotes (from) the Bible to support his beliefs. 他引用圣经来支持自己的信念。 来自《现代汉英综合大词典》